For the past three years, Georgia Southern has hosted the Scholarship of STEM Teaching and Learning Conference, and its organisers wanted to explore the impact of conference participation on USG STEM faculty teaching and thinking practices. With motives grounded in the principles of pragmatism (Peirce, 1958), we have adopted a framework of naturalistic inquiry (Lincoln & Guba, 1985, 1986) to explore this question and to guide the planning of subsequent conferences. We present our findings here.